CHCECE021 - Implement strategies for the inclusion of all children
Assessor Resource
CHCECE021 Implement strategies for the inclusion of all children
Assessment tool
Version 1.0 Issue Date: April 2024
This unit describes the skills and knowledge required to support the inclusion of all children and to work with relevant others to plan and implement support strategies where required.
This unit applies to educators working in a range of education and care services.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
ELEMENT
PERFORMANCE CRITERIA
Elements define the essential outcomes.
Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Promote inclusion
1.1 Ensure curriculum decisions are made with a view to promoting inclusion and participation of all children
1.2 Demonstrate a belief in children’s capacity to succeed in all interactions with families and children
1.3 Reflect upon practices to find equitable and effective ways to ensure all children have opportunities to achieve learning outcomes
1.4 Develop own professional knowledge and work in partnership with families, communities and other services and agencies
1.5 Support all children regardless of background, gender, age or ability to fully participate as valued members of the group
1.6 Assist, support and encourage each child’s efforts to participate
1.7 Identify areas of the service’s philosophy and policies that relate to inclusion, equity and diversity and reflect on related practice
2. Respect diversity
2.1 Value different capacities and abilities, and respect differences in families’ home lives
2.2 Recognise that diversity contributes to the richness of society and provide children with opportunities to explore this richness
2.3 Uphold all children’s rights to have their cultures, identities, abilities and strengths acknowledged and valued in curriculum decisions
2.4 Draw children’s attention to issues of fairness relevant to them
2.5 Provide children with opportunities to learn about similarities and differences, interdependence and how we can learn to live together.
2.6 Engage children in discussions about respectful and equal relations
3. Identify children with barriers to learning
3.1 Investigate child’s barrier to learning
3.2 Collect and use data to form an accurate understanding of the barrier to learning
3.3 Discuss concerns with others to develop a holistic understanding of a particular child’s needs and use this information to inform actions
4. Develop a plan for support and inclusion
4.1 Consider the child’s abilities, goals, interests, expectations and health status in the context of their cultural values, needs and requirements when making curriculum decisions for the child
4.2 Develop the plan in consultation with other professionals and the family
4.3 Adapt the environment and routines to ensure inclusion of all children with additional needs
4.4 Constantly reflect on the effectiveness of the plan and its impact on the child
5. Implement strategies to meet the child’s additional needs
5.1 Support child’s entry into the service
5.2 Reflect on the level of support provided on a regular basis and adjust accordingly if necessary
5.3 Encourage others to adopt inclusive attitudes and practices
5.4 Communicate with and provide support to others to implement strategies
5.5 Investigate and trial strategies that may address barriers
5.6 Implement strategies designed or suggested by family or other professionals
5.7 Respond to the daily needs of children with additional needs and seek assistance as required
6. Monitor and review strategies
6.1 Share information about progress among all concerned
6.2 Identify and discuss issues of concern
6.3 Establish and maintain constant information exchange with family and appropriate community members about the child’s needs and care strategies
6.4 Seek and gain family permission prior to consulting with others regarding the child
6.5 Ensure communication occurs within a culturally and linguistically responsive framework
6.6 Closely monitor new strategies and the impact of these on the child
6.7 Identify and respond to any barriers to the strategies being implemented
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
ELEMENT
PERFORMANCE CRITERIA
Elements define the essential outcomes.
Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Promote inclusion
1.1 Ensure curriculum decisions are made with a view to promoting inclusion and participation of all children
1.2 Demonstrate a belief in children’s capacity to succeed in all interactions with families and children
1.3 Reflect upon practices to find equitable and effective ways to ensure all children have opportunities to achieve learning outcomes
1.4 Develop own professional knowledge and work in partnership with families, communities and other services and agencies
1.5 Support all children regardless of background, gender, age or ability to fully participate as valued members of the group
1.6 Assist, support and encourage each child’s efforts to participate
1.7 Identify areas of the service’s philosophy and policies that relate to inclusion, equity and diversity and reflect on related practice
2. Respect diversity
2.1 Value different capacities and abilities, and respect differences in families’ home lives
2.2 Recognise that diversity contributes to the richness of society and provide children with opportunities to explore this richness
2.3 Uphold all children’s rights to have their cultures, identities, abilities and strengths acknowledged and valued in curriculum decisions
2.4 Draw children’s attention to issues of fairness relevant to them
2.5 Provide children with opportunities to learn about similarities and differences, interdependence and how we can learn to live together.
2.6 Engage children in discussions about respectful and equal relations
3. Identify children with barriers to learning
3.1 Investigate child’s barrier to learning
3.2 Collect and use data to form an accurate understanding of the barrier to learning
3.3 Discuss concerns with others to develop a holistic understanding of a particular child’s needs and use this information to inform actions
4. Develop a plan for support and inclusion
4.1 Consider the child’s abilities, goals, interests, expectations and health status in the context of their cultural values, needs and requirements when making curriculum decisions for the child
4.2 Develop the plan in consultation with other professionals and the family
4.3 Adapt the environment and routines to ensure inclusion of all children with additional needs
4.4 Constantly reflect on the effectiveness of the plan and its impact on the child
5. Implement strategies to meet the child’s additional needs
5.1 Support child’s entry into the service
5.2 Reflect on the level of support provided on a regular basis and adjust accordingly if necessary
5.3 Encourage others to adopt inclusive attitudes and practices
5.4 Communicate with and provide support to others to implement strategies
5.5 Investigate and trial strategies that may address barriers
5.6 Implement strategies designed or suggested by family or other professionals
5.7 Respond to the daily needs of children with additional needs and seek assistance as required
6. Monitor and review strategies
6.1 Share information about progress among all concerned
6.2 Identify and discuss issues of concern
6.3 Establish and maintain constant information exchange with family and appropriate community members about the child’s needs and care strategies
6.4 Seek and gain family permission prior to consulting with others regarding the child
6.5 Ensure communication occurs within a culturally and linguistically responsive framework
6.6 Closely monitor new strategies and the impact of these on the child
6.7 Identify and respond to any barriers to the strategies being implemented
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice
Yes
No
Comments/feedback
Ensure curriculum decisions are made with a view to promoting inclusion and participation of all children
Demonstrate a belief in children’s capacity to succeed in all interactions with families and children
Reflect upon practices to find equitable and effective ways to ensure all children have opportunities to achieve learning outcomes
Develop own professional knowledge and work in partnership with families, communities and other services and agencies
Support all children regardless of background, gender, age or ability to fully participate as valued members of the group
Assist, support and encourage each child’s efforts to participate
Identify areas of the service’s philosophy and policies that relate to inclusion, equity and diversity and reflect on related practice
Value different capacities and abilities, and respect differences in families’ home lives
Recognise that diversity contributes to the richness of society and provide children with opportunities to explore this richness
Uphold all children’s rights to have their cultures, identities, abilities and strengths acknowledged and valued in curriculum decisions
Draw children’s attention to issues of fairness relevant to them
Provide children with opportunities to learn about similarities and differences, interdependence and how we can learn to live together.
Engage children in discussions about respectful and equal relations
Investigate child’s barrier to learning
Collect and use data to form an accurate understanding of the barrier to learning
Discuss concerns with others to develop a holistic understanding of a particular child’s needs and use this information to inform actions
Consider the child’s abilities, goals, interests, expectations and health status in the context of their cultural values, needs and requirements when making curriculum decisions for the child
Develop the plan in consultation with other professionals and the family
Adapt the environment and routines to ensure inclusion of all children with additional needs
Constantly reflect on the effectiveness of the plan and its impact on the child
Support child’s entry into the service
Reflect on the level of support provided on a regular basis and adjust accordingly if necessary
Encourage others to adopt inclusive attitudes and practices
Communicate with and provide support to others to implement strategies
Investigate and trial strategies that may address barriers
Implement strategies designed or suggested by family or other professionals
Respond to the daily needs of children with additional needs and seek assistance as required
Share information about progress among all concerned
Identify and discuss issues of concern
Establish and maintain constant information exchange with family and appropriate community members about the child’s needs and care strategies
Seek and gain family permission prior to consulting with others regarding the child
Ensure communication occurs within a culturally and linguistically responsive framework
Closely monitor new strategies and the impact of these on the child
Identify and respond to any barriers to the strategies being implemented
Support child’s entry into the service
Reflect on the level of support provided on a regular basis and adjust accordingly if necessary
Encourage others to adopt inclusive attitudes and practices
Communicate with and provide support to others to implement strategies
Investigate and trial strategies that may address barriers
Implement strategies designed or suggested by family or other professionals
Respond to the daily needs of children with additional needs and seek assistance as required
Forms
Assessment Cover Sheet
CHCECE021 - Implement strategies for the inclusion of all children
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Assessment Record Sheet
CHCECE021 - Implement strategies for the inclusion of all children
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